Introduction to Mendelian Genetics Introduction to Mendelian Genetics.
Course occurs in the Fall term of Year 1 Course Director ... for where to incorporate them in...
Transcript of Course occurs in the Fall term of Year 1 Course Director ... for where to incorporate them in...
ReviewofYear1Biochemistrycourse
• CourseoccursintheFalltermofYear1
• CourseDirector– LarryMyers,PhD
• Coursehas45curricularhours
• CoursewaslastreviewedinMay2015
ReviewpresentedtoMECJanuary2017
• Speakwithfacultymemberswhosequiz/examquestionsorsessionobjectivesarenotconsistentwithGeiselguidelinesandassistinthecorrectionoftheseinconsistencies.✓ (alsostillworkingonforassessmentquestions- ongoingprocess)
• IncludeaPBLonsicklecelldisease(plannedforFall2015),incollaborationwithDr.DavidNirenberg,toilluminatetheconnectionbetweenbasicbiochemistry/geneticsandclinicalpractice.✓
• Eliminatelargegroupsessionon‘Mitosis/Meiosis’toaddressredundancywithCTO.✓
ActionPlanfromPriorReview
• CutdownnumberofcontacthoursinlargegroupsessionsbystreamliningEukaryoticTranscriptionandMolecularGeneticssessionsfrom2contacthoursapieceto1contacthourapiece.✓
• Revisetheinteractive‘Cancer’sessionsthatbuildonDr.Compton’svideolecturesbychangingthethree‘Q&A’sessionsusedlastyeartoasingle‘mini-PBL’inwhichweaddresstheapplicationoflaboratorymethodsdiscussedinthecoursetoacancercasestudy.✓
ActionPlanfromPriorReview
• ThenumberofcourseobjectivesseemsappropriateandcoursecontentcorrelateswellwithBiochemistrycontentintheStepIBrochure(seenextslide)
• Onlythreesessionobjectivesmaptocourseobjective#10,thusitmaybebettersuitedasasessionobjective
• ThemappingofcourseobjectivestotheGeiselcompetenciesinIlios wasreviewedbythecoursedirectorandcheckedforaccuracy
CourseObjectives– Comments
• Courseobjectivesareprovidedinthesyllabus• Courseobjectivesarewritteninthecorrectformat• Sessionobjectivesareprovidedinthecoursematerials
• Sessionobjectivesarewritteninthecorrectformatwiththeexceptionof#1forSignalTransductionsession(needsameasurableverb)
FormatofCourse&SessionObjectives
• Multiplewordsandtermswereusedtosearchforredundancy(e.g.protein,DNAreplication,inheritance,signaltransduction,etc.)
• MinorrepetitionwithinY1coursesseemedappropriate(e.g.chromatininBiochemistryfocusesonfunctionwhereaschromatininCells,Tissues,andOrgansfocusesonstructure).Otherexamplesinclude:– CellcycleinCTOandGeneralPathology(Biochem focusesoncontrolby
proteinkinases;CTOonstructuralchangesinthecell;Pathologyonitsroleinwoundhealing)
– TranscriptioninNeuroscience(Biochem introducesconcept;Neurosciencediscusseditinthecontextofhowcircadianrhythmsareestablished)
– CancerinGeneralPathology,ImmunologyandVirologyaswellasmultipleY2courses(manydifferentareasoffocus)
• Unnecessaryredundancywasnotdetected
IssuesofRedundancy
Ethics – “Identifykeyconceptsinhealthcareethicsanddemonstrateanabilitytorecognizeethicalissuesarisinginpatientcareandpopulationhealthandtothinkcriticallyandsystematicallyinapplyinganethicalanalysis”
CulturalAwareness – “Demonstrateanunderstandingandskillinmanagingpatientcareofpeopleofdiversecultures,social,economicstandingandbeliefsystems”
HealthEquity– “Identifytherootcausesandapproachesforaddressinghealthdisparitieslocallyandglobally”
Resilience – Demonstrateknowledgeofskillsandpracticestopreventandaddressstressandmaintainresilienceincaringforpatientsandoneself
CompassionandEmpathy – “Demonstrateabilitiestounderstandeachpatient’sexperienceofillness,adaptscientificallyappropriatecaretoconformtothatpatient’sneeds,andcommunicateintermsthateachpatientcanunderstand”
Therealsoaresynergiestohealthlaw,communicationskills, professionalism(asLCMErequires).
HealthandValuesGoals
• WhatHealthandValuesProgrammaterial(healthcareethics,culturalawareness,healthequity,resilience,compassionatecare)ispresentedinthecourse? ThePBLsessionsonsicklecellandTay-Sachsverysuccessfullyaddressedthesetopics.
• AretheHealthandValuestopicsnotedinthecourseandsessionobjectives?Notexplicitly
• WhatdothestudentevaluationsindicateregardingHealthandValuesteaching?Manystudentsacknowledgethedifficultyinincorporatingtheseelements.Somespecificsuggestionsforwheretoincorporatetheminlectureare:cytogenetics,Mendeliangenetics,cancers.Otheropportunitieswouldbeforguestlecturerswithrarediseasestotalktotheclass,andforincorporationofthesetopicsinthediscussionsections.
HealthandValuesContent
SummaryregardingObjectives/Content
• Courseobjectivesaredistributedtostudents,arewell-writtenandseemappropriateforthecoursecontent;onecourseobjectivemaybebettersuitedasasessionobjective
• SessionobjectivesaredistributedonCanvas,arewell-writtenandclearlydefineexpectations
• Unplannedredundancywasnotidentifiedinthiscourse
• Severalsessionsincludehealthandvaluescontent,howeverthesessionobjectivesdonotmakethisexplicit
• Livelectures24hrs.(53%)• Videolectures3hrs.(7%)• SmallGroupConferences*12hrs.(27%)• PBL4hrs.(9%)• Largegroupdiscussions(“miniPBL”)2hrs.(4%)
*Eachsmallgroupsconsistsof23students,thusisclassifiedasa“largegroup”onIlios (>12students)
Thecourseoffersself-assessmentmaterialsandoptionalreviewsessionspriortoquizzesandthefinalexam.
CourseLearningOpportunities
• Overthelast6yearsthecoursehasgraduallyreducedthenumberoflecturesfrom76%ofcontacthoursto53%ofcontacthours
• Duringthelasttwoyears,thecourseaddedaPBLcaseandmodifiedtwoclinicalcorrelationsinto“miniPBL”cases(case-basedlargegroupdiscussions)
• Thesmallgroupdiscussionscontainapplicationexercises(“problemsets”)thatareverypopularwithstudents
CourseLearningOpportunities
SummaryregardingPedagogy
• Thesubcommitteeappreciatesthecoursedirector’seffortsinreducingthepercentageoftraditionallectureinthecourse;thecurrentvalueiswithinrangeofGeisel’srecommendedtargetof40-50%ofcontacthours
• Thecourseoffersavarietyofpedagogiesforlearning.Onestudentcommentsumsitupwell:“Thecoursehadanicemixoflectures,smallgroups,andPBLsessions,andIenjoyedthisvariety.”
• 5WrittenQuizzes(~59%ofcoursegrade)• FinalExam(~33%ofcoursegrade)• ArticleDiscussionstudyguides(~6%ofcoursegrade)• ReadinessQuizzes(~2%ofcoursegrade)
Assessment
• Objectives1-11arerelatedtomedicalknowledgeandareassessedonquizzesandexams
• Objective12involvesproblem-solvingskillsandisassessedwithquestionsonquizzesandexamsthatrequireapplicationofknowledge
• Objectives13and17involvesearchingwithinandcriticallyevaluatingscientificliterature;theseskillsarenotcurrentlyassessed
AssessmentforCourseObjectives
• Objectives14-16involveteamandcommunicationskills,andprofessionalbehavior(beingpunctual,presentandengaged).Theseskillsareassessedformally(attendancesheets)andinformally(facultyobservation)duringsmallgroups,howeverstudentsarenotcurrentlyprovidedfeedbackregardingtheseskills.
AssessmentforCourseObjectives
SummaryregardingAssessment
• Quizzesandexamsassessknowledgeobjectivesandproblem-solvingskills;incorporationofthelatterpromotescriticalthinkingskills
• Severalobjectivesrelatingtoscientificliteraturearenotassessed,andstudents’teamskillsareassessedinformally
• Studentscurrentlydonotreceivefeedbackregardingprofessionalismandteamskills
TRADITIONALCOREDISCIPLINES2014* 2015* 2016* Means14-16
Biochemistry 0.22 0.03 -0.04 0.07
Biostatistics 0.08 0.29 N/A 0.185(14-15)
Genetics 0.28 0.09 -0.36 0.003
GrossAnatomy/Embryology 0.14 0.16 -0.12 0.06
Histology/CellBiology 0.23 0.07 -0.09 0.07
Microbiology/Immunology 0.39 0.02 -0.01 0.13
Pathology 0.20 0.12 -0.10 0.07
Pharmacology 0.12 -0.02 0.0 0.03
Physiology 0.25 0.11 0.06 0.14
MeasuresofQuality– StepI
*valuesreportedforcoredisciplinesareSDabovetheUS/CanmeanforGeiselmeanscores
OverallQuality - Year1courses AY14-15 AY15-16 AY16-17
Basic ScienceofMicrobialDisease 3.94 4.10
BiochemicalandGeneticBasisofMedicine 4.34 4.40 4.54
Cells, TissuesandOrgans 4.07 4.06 4.21
HumanAnatomyandEmbryologyI 4.35 4.04 4.61
HumanAnatomyandEmbryologyII 4.57 4.43
Immunology 3.67 3.94
MetabolicBasisofDisease 4.35 4.48
Neuroscience 3.59 3.32
OnDoctoring 3.74 4.10
Pathology 3.22 3.06
PatientsandPopulations N/A 2.77
Physiology-Cardiovascular 3.23 3.41 3.88
Physiology-Endocrine 3.76 3.52
Physiology-Renal 4.19 3.63
Physiology-Respiration 3.34 3.41 3.80
Virology 3.77 3.83
scale[1=poor;2=fair;3=good;4=verygood;5=excellent]
MeasuresofQuality– CourseEvaluationMeasuresofQuality– CourseEvaluation
scale[1=poor;2=fair;3=good;4=verygood;5=excellent]
MeasuresofQuality– CourseEvaluation
BiochemAY 14-15(87%)*
BiochemAY15-16(95%)*
BiochemAY16-17(95%)*
Overallsatisfactionofcourse 4.34 4.40 4.54
Clarity oflearningobjectives 4.32 4.24 4.55
Organizationofthecourse 4.27 4.41 4.40
Howwellthecourseintroduced metothisdiscipline 4.14 4.34 4.54
Congruence ofassessmentquestionstomaterialemphasizedincourse 4.25 4.15 4.46
*studentparticipationrateoncourseevaluation
Strengths:• Engaging,InteractiveLectureStyle– “Dr.Myersisextremelyengaging.Heisapleasuretolearnfrom.”
– “Hisclasswasmyfavoritethisterm:[hepresented]materialclearly,inaninterestingmanor,andincorporatesalotofcriticalthinkingintothecourse.”
– “WhileImightpreferavideoonlyformattosomecourses,IfindDr.MeyerssuchagreatteacherthatIthinktheclasswouldbenefitmorefromanin-personlecture.”
– “ThelecturesinthisclassarefantasticsoIwouldnotliketoseeamovetoallvideolectures.”
MeasuresofQuality– StudentComments
Strengths:• WrittenlecturenotesprovidedbyDr.Myerswereanexcellentresourcefor
students.– “Havingwrittennotestorefertowasextremelyhelpful.”– “Thenotesthatwereprovidedtoaccompanythelectureswereabsolutelypositively
amazing.Veryclearandverysuccinct,anditmadethewholecoursefeelmoreorganizedandcompact.WhenIdidn'tunderstandsomethinginlecture,Iwouldalwaysreadthenotesandthathelpedmeunderstand9/10times.”
• Classprovidedawelcomedvarietyofteachingapproaches,andfocusedonrelevantconceptsandcurrentevents,ratherthanmemorization.– “Verymuchappreciatethatthecoursewasmoreconceptualthanmemorization-based.”– “Ireallyappreciatedtherelevanceoftheselearningopportunities,astheycreateda
stronglinkbetweentheoftenminute,detailedpathwaysthatwelearnedinclass,andclinicalcases.Istartedtofeellikeadoctor!”
– “Thecoursehadanicemixoflectures,smallgroups,andPBLsessions,andIenjoyedthisvariety.”
– “Ialsolikereadingrelevantpapersthatusethetechniqueswehavelearned--itmakesthecourseseemmorerelevanttoourfuturesasdoctors.”
MeasuresofQuality– StudentComments
SuggestionsforImprovement:• WhilemanystudentsvaluedthePBLandsmallgroupsessions,some
studentshadsuggestionstomakethembetter:– “IthinkthePBLformatscouldbechangedabit,butI'mnotsurewhatthatwouldlook
like.Ilikethestudentdrivenlearningcomponents,butthelongpowerpointslidesoftextsortofweighedthesessionsdown.Maybethrowinmorepicturesforthevisuallearners?”
– “PerhapsmakethePBLabitmorestructured,i.e.don'tgivestudentsasmuchautonomytodictatethetestablematerialastheyweregivenwiththegroup-editedwikipage.Aconsiderableportionofthestudent-generatedmaterialendedupbeingsomewhatunrelatedtothecoreobjectivesoftheblock.”
– “ThePBLWikipage didnotworkwellontheiPad,andIdidnotfinditparticularlyeffectivetostudyfrom.”
– “IsatinonadifferentsectiononceandIreallylikedthewaytheywentthroughtheproblemset.Itwasdifferentthanmyownsection,butIlikedbothalot.However,Ihaveheardclassmatessaythattheirsmallgroupsdon'trunassmoothlyasoursortheotheronethatIsatinon.Maybewecouldworktomakethesmallgroupsessionsmoreconsistent?”
MeasuresofQuality– StudentComments
SuggestionsforImprovement:• Somestudentswouldlikemoreofafocusonethicswithinthecourse,ratherthan
somuchemphasisonthebasicscienceaspectofbiochemistry– particularlyconcerningthegeneticsunit.– “Ithinktherearemanyopportunitiesinthiscoursetoincludematerialfromthehealth
andvaluescurriculum(ontopicssuchascytogenetics,mendelian genetics,andcancerinparticular).Wecouldhavepatientscometoclasswithraregeneticdisorderstolearnfromtheirstories,wecanhavesmallbreakoutsessionstodiscusstheethicssurroundinggenetictestingandtreatmentofincurablegeneticdisease.ManyopportunitiesherewhichIwillrelaytothehealthandvaluesworkinggroup.”
• Somestudentsfeltthatpracticequestions/quizzesshouldalignmorewiththerealquizcontent, andthatmorepracticequestionsshouldbeprovided.– “Practicequizzesandquestionsandproblemsetsshouldalignmorecloselywiththe
actualquizzes.”– “ThepracticequizzesonCanvaswerehelpful,butIthinkthatitwouldbebettertohave
evenmorepracticeproblemstoprepforthequizzes.”– “Ithinkthatthediscussionproblemsetsweredisproportionatelydifficult,convoluted,
andtime-consumingwhencomparedtowhatwastaughtandwhatwasactuallytested.”
MeasuresofQuality– StudentComments
Othercomments:• Onestudentspokeonbehalfofthosewhohavelimited
backgroundknowledgeinbiochemistry,requestingmoredemonstrations.– “Ican'tspeakforeverystudentintheclass,butforsomeonelikemewholacksa
backgroundinbasicscienceresearch,Ithinkthatlabdemonstrationswouldbeveryhelpfulforunderstandingthevarioustechniqueswearelearninginbiochemistry.WhileweinvestalotoftimeinanatomylaborphysiologysimulationsatDH,IbelievewearetotallyoverlookinganopportunitytoshowstudentswhatthePCRorWesternBlotprocessislikeinperson.Thatseemstomelikeitwouldfacilitatelong-termretentionofthesetechniquesmuchbetterbymakingthemmoretangibleratherthanabstractconcepts.”
• Studentsunanimouslyagreedthatthecoursefacultycreatedapositivelearningenvironmentandtreatedallstudentsrespectfully.
MeasuresofQuality– StudentComments
SummaryregardingMeasuresofQuality
• TheBiochemicalandGeneticBasisofMedicinecourseisanexemplarycourseintheY1curriculumthatisconsistentlyratedinthe“verygoodtoexcellent”range
• Thecoursewasverywellreceivedbystudents,withparticularappreciationforthevarietyofengagingpedagogiesandhighqualitycoursematerials
• Suggestionsforimprovementwereminor;thesemainlyinvolvedthePBLsession,ethicscontentandpracticequestions
Recommendations
• Reflectontheappropriatelocationforcourseobjective#10(coursevs.sessionobjective)
• ReviseobjectivesforthesessionsonsicklecelldiseaseandTay-Sachstomakehealthandvaluescontentmoreexplicit(i.e.visiblewithanIlios search)
• Considerwaystoassessandprovidefeedbackregardingobjectives13-17
• ConsidersuggestionstoimprovethePBLsession,theamountofethicscontentinthecourseandthenumber/formatofthepracticequestions
ActionPlan• Addressinconsistencybetweenquizquestionsandpracticequizquestionsbyaddingmoremultiplechoicequestionsandconvertingsomeoftheexistingpracticequestionstomultiplechoice.
• Incorporateexplicithealthandvaluesobjectivestoexistingsessionsthatincorporatethistypeofcontent(sessionsonTay-Sachsdisease,SickleCelldisease,andCytogenetics).
• WorkwithEthicsexpertsandGeneticCounselorstoseeifthehealthandvaluescontent(above)canbeconnectedtoexistingethicscontentortocreatenewhealthandvaluescontentwithinourcourse.